Understanding the Development Strategy of a Five Star Hotel

â€Å"Reflecting on My Group† Yuvakumar Naga Sindhura (n6994059) The purpose of this essay is to understand the development of strategy for a five star resort hotel. The process of development within the team and the understanding of the conflicting ideas. The strategy was meant to be developed for a fictitious resort hotel which consists of 150 rooms, with no specific location. A group consists of two or more individuals who work and interact with each other to achieve a common goal (Bartol, Tein, Mathews, & Martin, 2005). I worked with Ehsan, Armeen, in order to brainstorm and discuss possible strategies that could be possibly developed for the upcoming resort hotel. As a group we were unproductive as my members were unable to move without a location in mind and hence stagnated in formulating a strategy, which proved to be a major issue. Hence leading Inkpen (1996) (as cited in Bauerschmidt, 1996) to demonstate the presence in the absence of strategy. Mintzberg (1973) as cited in (Selveg, 1987) focuses mainly on the purpose of the decisions, who is involved in making them, how preferences are evaluated, and types of environments ideal for the mode. Therefore Mintzberg thus laid prominence on the process by which strategies surface, rather than on their content. But a personal strategy has been developed providing a direction for growth and success. My personal strategy formulated is an all-season resort destination of choice for visitors and residents, specializing in world-class alpine skiing and recreation facilities with a local historic and cultural focus, nestled amongst pristine forest terrain and rugged mountain ranges. This essay discusses and reflects upon our collective involvement and the processes and stages that we progressed. In this essay we shall explore Tuckmans(1965) stages of group development (forming, storming, norming, performing and adjourning), also defining the inputs, practices, processes and outcomes of working together in a group, along with the explanation and application of group cohesiveness, relevant member roles and leadership values which were supposed to be apparent within my group but lacked as everyone had opinions to what the leader had to say. As group members begin carrying out tasks and activities, eventually a team is evolved. Teams go through five stages of development as identified by Tuckman (1965), as cited in (Miller, 2003). Mostly all our meeting were held in class, our group had five undeceive individuals who only spent time discussing and brainstorming on what should be done first like the strategy, mission, vision or the values, rather than making a beginning. Therefore no progress was seen, even though worksheets were given during every class to guide us accordingly. Strategy was anticipated but was not fully present in the conflict of making one and it is believed that in this process the notion of strategies are in transition (Bauerschmidt, 1996). Therefore identifying group tasks and goals and building relations with each other was minimal. Tuckman(1965), as cited in (Miller, 2003) states that during this stage it is important that team members learn about each other, recognise the attitudes of other members and establish the goals and purpose of the group. During the regular interactions in the group meeting, we developed a positive relationship with each other, which is one of the key points suggested by (Tiosvold, Hui, Ding, & Hu, 2003) who supports the traditional idea that relationships are crucial for effective team performance. As a group we had different attitudes, values and cultural backgrounds, which could have thought to cause conflict within the team, but indecision was the highlight throughout, as some others in the group were skeptical of whether they were going the right direction, hence their opinions were not voiced and ideas were not shared both ways. It became a one way flow of ideas or discussion. But we experienced positive and friendly attitudes and exchange of ideas on varied topics, mostly apart from the topic of presentation and the assignment, thereby increasing our knowledge. As a group we experienced minimal cohesiveness. Cohesion in a group involves the level of purpose and commitment to the team among members (Dwyer, 2005). But due the difference in understanding and the mode of communication, the group ended up splitting into half, getting into sides where individuals understood each other. Cohesion is also linked to the input of knowledge and skills in a group, a group should have similar cultural backgrounds in order to be effective, to which I agree as all the members of our group came from different cultural backgrounds, with different values, efficiency and effectiveness, hence direction lacked in rder to achieve our goal. Groups with diverse attitudes and backgrounds are alternatively said to be more creative and flexible and make better decisions (Bartol et al. , 2005). I further refined the personal strategy formulated previously to develop a clearer direction for the growth and development of the organisation. The revised version of the strategy is an all-season resort destination of choic e for visitors and residents, specializing in world-class alpine skiing and recreation facilities with a local historic and cultural focus, nestled amongst pristine forest terrain and rugged mountain ranges. Offering personalised attention and facilities to physically unwind. It has been found in literature that the content and process of strategy emerge as two distinctly separate, but related concepts, and there appears to be no direct underlying relationship between strategy content and the process of strategy making but there is rather a relationship arising from and which is attributable to the holistic nature of an open social system (Van de Ven 1979 as cited by Seveg, 1987). Next stage of group development is storming; this is the stage when intra-group conflict and hostility can arise. All members of our group worked well together, but with a lot of challenging conflict. I believe we lacked the values of leadership skills, which did not give us the reinforcement to perform better. The ability to influence and develop individuals of a team, in order to achieve a worthwhile vision which meets the current needs of everyone and everything required by the form of work (Cacioppe, 2001 as cited in Volckmann 2005). Leadership skills portrayed at least by a member is required for a team to stay focused and move towards their goals. Leaders appear everywhere, depending on the circumstances that require them to exert leadership (Wheatley, 2005). This was least reflected by the chosen leader or the other members of the team. A self-managed team is an unsupervised group of people responsible for a task; they are given complete control over group membership and behaviors. Our self-managed team as in all other teams consisted of differing group-task roles, group roles fall into three categories; task, maintenance and self-orientated. Group-task related members help the group develop and accomplish its tasks and goals; and the group-maintenance, members within my group provided differences of opinions constantly but had a good level of interpersonal relationships with members, which to a level fostered group harmony but still resulted in ineffective group work (Bartol et al. , 2005). As my group progressed to the norming stage our relationships, goals and plans were still unclear, but we had to head off our ways to complete the assignment. Even though most of everything that we were supposed to do was unclear for us, we came to a consensus decision where the expression of cognitive conflict among members of the group is encouraged without allowing an explicit group interaction (Priem, Harrison and Muir, 1995). We then progressed to the performing stage of group development. This stage entails the development of interpersonal relationships, problem solving and achievement of performance, but was our performance a successful one? It is evident that there was lack of clarity throughout, but good level of interpersonal skills were maintained, however problem solving as a team lacked. At this stage I personally thought of revising my strategy for th resort management as it was long. The all-season resort destination specializing in world-class alpine skiing and recreation facilities with historic and cultural focus, nestled amongst pristine forest terrain and rugged mountain ranges away from the hustle bustle of daily life. Offering our customers personalised attention and facilities to physically unwind. After trying to put our heads to the requirements of our assignment we tried one last time to gather thoughts together thereby entering the adjourning stage, this involves goal accomplishment and the ultimate movement away from the group (Miller, 2003). We met together for the final time and reflected upon what we gathered and if what we gathered was sufficient and appropriate for our assignment. Overall, as a group we came to the mutual agreement that we as a team had no goal to achieve and our time was insignificantly wasted as we lacked an understanding of what we were to do and how we were to go about it. In conclusion the final strategy personally created was what remained for the organisation. As a group we departed our directions in order to formulate a strategy for the upcoming resort hotel. According Tuckman (1965) as cited by (Miller,2003) stages of team development we were unable to fit as we really did not understand our task at hand.

“Floating” By Karen Brennan Essay

â€Å"But no one owns anyone or owes anyone anything† (Brennan 304). In the story â€Å"Floating,† Karen Brennan uses the themes of regret, rejection, guilt and death, to demonstrate how trauma in a relationship effects both sides differently. She illustrates the difference between herself and her husband, telling the story of what she feels and what her husband feels. In the beginning a sense of rejection is presented, this is shown when Karen quotes, â€Å"I woke up and heard a tiny sound coming from the back of the house. It was a baby†¦.she had been crying for two days straight and had survived,† (Brennan 302). Reading this quote the reader can make the assumption that there is a sense of rejection in the story and also that the narrator had been rejecting the baby for a while. She states, â€Å"she had been crying for two days straight.† This shows that not only did the narrator hear her but had ignored the baby for those two days. Rejection was not only seen with the baby but also the husband as well. The husband showed rejection towards the wife, and the wife reciprocated that rejection towards the baby. â€Å"My husband was in the living room, I said look what I can do I floated up†¦ my husband shook his head†¦ he wasn’t shocked.† (302). In the story the narrator portrayed the husband as an emotionless, uncaring person who once, cared for his wife but now feels the need to remain unresponsive. Brennan presents the wife’s thoughts of rejection and also the husband’s point of view of rejection. â€Å"Satan appeared on a cloud†¦fixed himself a snack†¦ then she snapped his picture,† (302). Through the end of the first paragraph, the reader can introduce the idea that the husband might be rejecting her because she might be having an affair. â€Å"Satan appeared,† represents the idea that there is another person who the wife might be seeing. In the story â€Å"Floating† regret was another big factor which played a role in the narrator and her husband’s marriage. â€Å"How do we get this way? I was a perfectly ordinary girl†¦ I married a nice responsible man who loved me. He gave me my first umbrella,† (303). Regret was used to introduce the deep dysfunction of their marriage, that it even made the narrator question her past and the marriage itself, â€Å"he gave me my first  umbrella.’’ The narrator reminisces or revisits the first time she ever felt safe, sheltered by someone else other than her immediate family. Karen relates shelter to an umbrella, because in a sense, an umbrella protects our body from the rain. The umbrella is also significant, because it leaves the audience questioning- is that all the husband was able to provide? In the quote, â€Å"My first umbrella† demonstrates that the narrator only felt protected by the husband not loved. â€Å"How do we get t his way? I was a perfectly ordinary girl† portrays a feeling of regret to the reader. The narrator uses this to show how she had changed and could not believe it herself almost as if she shocked herself with her change. She asks a rhetorical question â€Å"How do we get this way?† She cannot convey an answer to; however allows the reader to find a solution. This gives rise to a deeper meaning to the quote. â€Å"I was a perfectly ordinary girl† the word was in her sentence shows that she once was perfect and now she has change and she regrets it. In the husband’s point of view, this could mean that she questioned her affair or marriage and regrets the fact she ever cheated on him and or ever married him. â€Å"This is a secret baby: the baby of my afterhours†¦ no one especially my husband, would understand this,† (303). According to the reader, this could mean that she is having regrets about the baby. The narrator refers to her baby as, â€Å"This is a secret baby,† and hides it from the world, including her husband. Not only does she keep this baby in secrecy, she also chooses to say that her husband would not understand. This states that, through the disheartenment Karen Brennan still possesses a sense of hope that one day her husband will understand. But her husband only ignores her and reject the fact that she is â€Å"floating,† Furthermore, Karen Brennen presents the theme of death, including both perspectives of death as a way of demonstrating the differences and problems shared in and out of their marriage. â€Å"She had all the plumpness of a baby; dimpled knees and folds around the wrists; pale baby skin,† (302). The narrator indicates that the baby skin was pale. From the context clues, the reader could imply that the baby could be lifeless or suffering from the strain of death. However the narrator brings the attention to the reader that the baby had survived. She quotes, â€Å"she had survived.† This presents the reader with the evidence that the baby is no longer alive and it is in fact dead. The word had shows the reader that the baby was alive at a point  in time, but in that instant the baby is dead. Karen Brennan shows how death plays a role in the story. She manipulates the sentence debating a sense of hope for the life of the baby, but then she abruptly changes the tone of the story using descriptive passages of the baby taking away any previous hope that the child lived. The death of the baby was so traumatic that even the narrator could not shake the restraint of disparity, being forced to remember the baby as the time progresses. In addition, the death of the baby could stimulate on the husband’s negative attitude towards his wife, â€Å"I wish I had the nerve to go outside, I tell him. He grunts as if nothing was out of the ordinary,† (303). The narrator draws a picture of the husband’s attitude as very rude and angry. As a reader, this could indicate that the husband’s attitude (mad and angry) might be angry about the loss of the baby, or maybe reflects his beliefs that his deceased wife is tormenting him for neglecting her. â€Å"Then I turned on my back and dead man’s-floated parallel to the ceiling† (302). According to the words, â€Å"dead man,† she might be in fact dead and it is her ghost who floats around trapped in her room- trapped in the house unable to be free. Lastly, Karen Brennan uses guilt as a form to describe what should have been done during their marriage and what could have been changed. What they could have done differently and what they could still do? â€Å"I want us to be friends, to be affectionate with one another. But he just looks down† (304). Karen Brennan shows the guilt the wife is feeling in the relationship. She states, â€Å"I want us to be friends, to be affectionate.† Reading this quote, the reader can conclude that the narrator did not really feel love towards her husband, and now she is feeling guilty for not being able to create that sense of affection between them. This makes her feel obligated to end the relationship and become friends. In addition to the story, reading it from the husband’s point-of-view the reader can say that the husband feels guilty for not being able to provide the love the wife needs, which leads the narrator to state, â€Å"but he just looks down.† This quote could indicate the husband is wallowing in self-pity and unsure of what to say or what to do at this point of the marriage. Overall. Karen Brennan presents the reader with many different aspects of the story â€Å"Floating†. Portraying the themes guilt, regret, rejection or death. Karen  Brennan indicates all the flaws of which both the husband and wife have, and she also presents the possibilities of different ideas to incorporate the story with. In the end, the two perceptions of both the husband and the wife were the same. They both want to be affectionate or want out of the relationship.

Slack Bus And Slack Generator Engineering Essay

The Table below shows input informations of each busbar in the system used to work out the power flow and the simulation consequence harmonizing to direction described in inquiry 1.BusInput Data[ Simulation Result ] BUS 1 plutonium P ( burden ) 100 MW Q ( burden ) 0 Mvar BUS 2 P ( burden ) 200 MW Q ( burden ) 100 Mvar CB of Generation Open BUS 3 1 plutonium P ( Gen ) 200 MW P ( burden ) 100 MW Q ( burden ) 50 Mvar AVR On AGC OffSlack coach and slack generatorIn power flow computation, alone numerical solution can non be calculated without mention electromotive force magnitude and angle due to unequal figure of unknown variables and independent equations. The slack coach is the mention coach where its electromotive force is considered to be fixed voltage magnitude and angle ( 1a? 0A ° ) , so that the assorted electromotive force angle difference among the coachs can be calculated regard. In add-on, the slack generator supplies as much existent power and reactive power as needed for equilibrating the power flow sing power coevals, load demand and losingss in the system while maintain the electromotive force changeless as 1a? 0A ° . In existent power system, when comparatively weak system is linked to the larger system via a individual coach, this coach can stand for the big system with an tantamount generator maintaining the electromotive force changeless and bring forthing any necessary power like sla ck coach. [ 1 ]Bus type ( PQ coach or PV coach )BusBus typeRemarksBUS 2 PQ Bus Generator is disconnected to Bus 2 BUS 3 PV Bus Generator is connected to Bus 3 and the magnitude of electromotive force of generator support invariable by utilizing AVR In general, each coach in the power system can be categorized into three coach types such as Slack Bus, Load ( PQ ) Bus, and Voltage Controlled ( PV ) Bus. The definition and difference between PQ Bus and PV Bus are described as follows ; [ 2 ] PV Bus ( Generator Bus or Voltage Controlled Bus ) : It is a coach at which the magnitude of the coach electromotive force is kept changeless by the generator. Even though the coach has several generators and burden, if any generators connected to the coach modulate the coach electromotive force with AVR, so this coach is referred to PV Bus. For PV coach, the magnitude of the coach electromotive force and existent power supplied to the system are specified, and reactive power and angle of the coach electromotive force are consequently determined. If a preset upper limit and minimal reactive power bound is reached, the reactive end product of the generator remains at the limited values, so the coach can be considered as PQ Bus alternatively of PV Bus. [ 2 ] PQ Bus ( Load Bus ) : It is a coach at which the electromotive force is changed depending on entire net existent power and reactive power of tonss and generators without electromotive force regulator. Therefore, in the power simulation and computation, the existent power and reactive power of the tonss are specified as input informations and consequently the electromotive force ( magnitude and angle ) is calculated based on the above input. The following table specifies input and end product of each coach type in the power system simulation and computation. Bus Type Phosphorus Q ( Magnitude ) I? ( Angle ) PQ Bus Input signal Input signal End product End product PV Bus Input signal End product Input signal End product Slack Bus End product End product Input signal Input signalSystem BalanceEntire Generation & A ; Load DemandBusReal Power ( MW )Fanciful Power ( Mvar )CoevalsLoadCoevalsLoadBUS 1 204.093 100 56.240 0 BUS 2 0 200 0 100 BUS 3 200 100 107.404 50 Entire 404.093 400 163.644 150DifferencePgen – Pdemand = 4.093Qgen – Qstored in burden = 13.644Reason: Real power loss due to opposition of transmittal line and fanciful power storage due to reactance of transmittal line are the grounds for the difference between power coevals and load demand in the system.P ( Losses ) & A ; Q ( Storage ) over the transmittal lineBusReal Power ( MW )Fanciful Power ( Mvar )SendingReceivingLosingssSendingReceivingStoredBUS 1 – Bus 2 102.714 100.650 2.064 56.653 49.773 6.88 BUS 1 – Bus 3 1.379 1.378 0.001 0.4141 ) 0.4131 ) 0.001 BUS 3 – Bus 2 101.378 99.350 2.028 56.990 50.227 6.763 Entire Palestine liberation organizations =4.093Qstored in burden =13.6441 ) Imaginary power flows from Bus 3 to Bus 1. The summing up of existent power losingss and fanciful power storage over the transmittal line are precisely same with entire difference between coevals and burden. Therefore, it is verified that the difference is shown over the transmittal line. ‘Kirchoff ‘ balance as each coach [ 4 ] Bus1 I? P1 = + Pgen1 – Pload1 – P12 – P13 = 204.093 – 100 – 102.714 – 1.379 = 0 I? Q1 = + Qgen1 – Qload1 – Q12 – Q13 = 56.24 – 0 – 56.653 + 0.413 = 0 Bus2 I? P2 = + Pgen2 – Pload2 – P21 – P23 = 0 – 200 + 100.65 + 99.35 = 0 I? Q2 = + Qgen2 – Qload2 – Q21 – Q23 = 0 – 100 + 49.773 + 50.227 = 0 BUS3 I? P3 = + Pgen3 – Pload3 – P31 – P32 = 200 – 100 + 1.378 – 101.378 = 0 I? Q3 = + Qgen3 – Qload3 – Q31 – Q32 = 107.404 – 50 – 0.414 – 56.99 = 0 Harmonizing to the computation supra, as summing up of incoming & A ; surpassing existent power and fanciful power at each coach become zero, it is verified that each busbar obeys a ‘Kirchoff ‘ balance. In add-on, the entire power system is wholly balanced, because entire coevals power ( existent & A ; fanciful ) are equal to summing up of entire load demand and existent power loss & A ; stored fanciful power over the transmittal ( i.e. Pgen – Pdemand = Plosses, Qgen – Qstored in burden = Q stored in system ) as shown above.Voltage Angle and Angle DifferenceAs a consequence of the Powerworld, the electromotive force angle and angle difference are shown in the tabular array below.BusVoltage AngleVoltage Angle DifferenceBUS1 I?1 = 0.00A ° BUS1- BUS2 I?1 – I?2 = 0.00A ° – ( -2.5662A ° ) = 2.5662A ° BUS2 I?2 = -2.5662A ° BUS2- BUS3 I?2 – I?3 = -2.5662A ° – ( -0.043A ° ) = -2.5232A ° BUS3 I?3 = -0.043A ° BUS3- BUS1 I?3 – I?1 = -0.043A ° – 0.00A ° = -0.043A °Power System Analysis -1The tabular array below summarizes coevals and electromotive force angle fluctuation at each coach as coevals at Bus 3 varies from 0 MW to 450 MW by 50MW.Simulation Consequences and ObservationP3 = 0 MW P3 = 50 MW P3 = 100 MW P3 = 150 MW P3 = 250 MW P3 = 300 MW P3 = 350 MW P3 = 400 MW P3 = 450 MW Reactive Power Generation at Bus 3: It is found that reactive power coevals Q3 ( gen ) lessening while existent power coevals P3 ( gen ) addition because Bus 3 as a PV Bus regulates the changeless coach electromotive force magnitude by commanding excitement of the coevals through the AVR. Power Generation at Bus 1: It is found that P1 ( gen ) decreases and Q1 ( gen ) increases at the same time, while P3 ( gen ) additions and Q3 ( gen ) lessening. As the entire load demand in the system keeps changeless ( i.e. Ptotal ( burden ) = 400 MW, Qtotal ( burden ) = 150Mvar ) , any necessary existent power and reactive power for the system balance demand to be supplied by generator ( loose generator ) at Bus 1. Therefore, power coevals P1 ( gen ) and Q1 ( gen ) at Bus 1 alteration reversely compared to power coevals alteration at Bus 3. Voltage Angle Difference: In general, existent power flow is influenced by electromotive force angle difference between directing coach and having coach harmonizing to PR = . Therefore, it is observed that every bit existent power coevals P3 ( gen ) increases existent power flow from Bus 3 to Bus2 addition, consequently voltage angle difference ( I?3 – I?2 ) between Bus 3 and Bus 2 additions. However, lessening in existent power from Bus 1 to Bus 2 due to increase of P3 ( gen ) consequence in lessening of electromotive force angle difference ( I?1 – I?2 ) . In add-on, Real power between Bus 1 and Bus 3 flows from Bus 1 to Bus 3 until P3 ( gen ) range to 200 MW and as P3 ( gen ) addition more than 200 MW the existent power flows from Bus 3 to Bus 1. So, it is besides observed that electromotive force angle difference ( I?3 – I?1 ) is negative angle when P3 ( gen ) is less than 200MW and the difference addition while P3 ( gen ) addition.Power System Analysis -2The tabular array below summarizes the fluctuation of power coevals and electromotive force angle difference at each coach when the burden demand at Bus 3 varies by 50MW and 25Mvar.Simulation Consequences and ObservationP2 = 0 MW Q2 = 0 MW P2 = 50 MW Q2 = 25 MW P2 = 100 MW Q2 = 50 MW P2 = 150 MW Q2 = 75 MW P2 = 250 MW Q2 = 125 MW P2 = 300 MW Q2 = 150 MW P2 = 350 MW Q2 = 175 MW P2 = 400 MW Q2 = 200 MW P2 = 450 MW Q2 = 225 MW Power Generation at Bus 1 and Bus 3: It is observed that as the entire load demand in the system increases due to increase of load demand P2 ( burden ) & A ; Q2 ( burden ) at Bus 2, any necessary existent power for the system balance is supplied by generator ( loose generator ) at Bus 1 sing changeless P3 ( gen ) , so P1 ( gen ) increases. In add-on, any necessary reactive power for the system balance is supplied from Bus 1 every bit good as Bus 3, so both Q1 ( gen ) and Q3 ( gen ) addition. Voltage Angle Difference: It is found that existent power flow addition both from Bus 1 to Bus 2 and from Bus 3 to Bus 2 due to increase of load demand at Bus2. Consequently, both electromotive force angle difference I?1 – I?2 and I?3 – I?2 addition when the power flow P12 and P32 addition. In add-on, when P2 ( burden ) is less than 200 MW, P1gen is comparatively low. Therefore existent power between Bus 3 and Bus 1 flows from Bus 3 to Bus 1 at lower P2 ( burden ) ( less than 200MW ) . On the other manus, while P2 ( burden ) addition more than 200 MW, the existent power flow way alterations ( Bus 1 to Bus 3 ) and the existent power flow additions. Consequently, the electromotive force angle difference I?1 – I?3 alteration from negative to positive and addition. Voltage Magnitude at Bus 2: It is observed that magnitude of coach electromotive force at Bus2 beads due to increase of the load demand at Bus 2.Question 2System Model & A ; Admittance MatrixIn order to build the entree matrix of Powerworld B3 instance, individual stage tantamount circuit can be drawn as below ;omega = R + jx ( r = 0, x = 0.05 )z12 = z21= j0.05 plutonium, y12 = 1/ z12 = 1/j0.05 = -j20 plutonium = y12 z13 = z31= j0.05 plutonium, y13 = 1/ z13 = 1/j0.05 = -j20 plutonium = y31 z23 = z32= j0.05 plutonium, y23 = 1/ z23 = 1/j0.05 = -j20 plutonium = y32 Admittance matrix can be defined as follows ; BUS = Diagonal elements Y ( I, I ) of the entree matrix, called as the self-admittance [ talk slide ] [ 6 ] , are the summing up of all entree connected with BUS I. = y12 + y13 = -j20 – j20 = -j40 plutonium = y21 + y23 = -j20 – j20 = -j40 plutonium = y31 + y32 = -j20 – j20 = -j40 plutonium Off diagonal elements Y ( I, J ) of the entree matrix, called as the common entree [ talk slide ] [ 6 ] , are negative entree between BUS I and BUS J. = – y12 = – ( -j20 ) = j20 plutonium = – y13 = – ( -j20 ) = j20 plutonium = – y21 = – ( -j20 ) = j20 plutonium = – y23 = – ( -j20 ) = j20 plutonium = – y31 = – ( -j20 ) = j20 plutonium = – y32 = – ( -j20 ) = j20 plutonium Therefore, the concluding entree matrix BUS is ; BUS = = The undermentioned figure shows the BUS of the Powerworld B3 instance and it is verified that the deliberate entree matrix is consistent with the consequence of the Powerworld.Power Flow CalculationNodal equation with the entree matrix can be used to cipher electromotive force at each coach if we know all the current ( i.e. entire coevals power and load demand at each BUS ) and eventually the power flow can be calculated consequently. , hence, In this inquiry, nevertheless, simulation consequences of the electromotive force at each coach from the Powerworld are used for the power flow computation as follows ; [ Simulation consequence ]Voltage at each Bus and Voltage DifferenceV1 = 1 a? 0.00A ° plutonium ( BUS1 ) V2 = 1 a? -0.48A ° plutonium ( BUS2 ) V3 = 1 a? 0.48A ° plutonium ( BUS 3 )Voltage difference between BUS 1 and BUS 2V12 = V1 – V2 = 1 a? 0.00A ° – 1 a? -0.48A ° = 3.5 x 10-5 + J 8.38 ten 10-3 = 8.38 ten 10-3 a? 89.76A ° plutonium V21 = V2 – V1 = – V12 = – 3.5 ten 10-5 – J 8.38 ten 10-3 = 8.38 ten 10-3 a? -90.24A ° plutoniumVoltage difference between BUS 3 and BUS 2V32 = V3 – V2 = 1 a? 0.48A ° – 1 a? -0.48A ° = J 16.76 ten 10-3 = 16.76 ten 10-3 a? 90A ° plutonium V23 = V2 – V3 = – V32 = – J 16.76 ten 10-3 = -16,76 x 10-3 a? -90A ° plutoniumVoltage difference between BUS 3 and BUS 1V31 = V3 – V1 = 1 a? 0.48A ° – 1 a? 0.00A ° = – 3.5 ten 10-5 + J 8.38 ten 10-3 = 8.38 ten 10-3 a? 90.24A ° plutonium V13 = V1 – V3 = – V31 = 3.5 ten 10-5 – J 8.38 ten 10-3 = 8.38 ten 10-3 a? -89.76A ° plutoniumLine CurrentCurrent flow from BUS I and BUS J can be calculated by utilizing electromotive force difference and interrelated entree of the line between coachs. [ Iij = yij * ( Vi – Vj ) ]Line current between BUS 1 and BUS 2I12 = y12 x ( V1 – V2 ) = -j20 x 8.38 ten 10-3 a? 89.76A ° = 167.6 ten 10-3 a? -0.24A ° plutonium ( BUS 1 a† Ã¢â‚¬â„¢ BUS 2 ) I21 = y21 x ( V2 – V1 ) = -j20 x 8.38 ten 10-3 a? -90.24A ° = 167.6 ten 10-3 a? -180.24A ° plutonium ( BUS 2 a† Ã¢â‚¬â„¢ BUS 1 )Line current between BUS 3 and BUS 2I32 = y32 x ( V3 – V2 ) = -j20 x 16.76 ten 10-3 a? 90A ° = 335.2 ten 10-3 a? 0.00A ° plutonium ( BUS 3 a† Ã¢â‚¬â„¢ BUS 2 ) I23 = y23 x ( V2 – V3 ) = -j20 x 16.76 ten 10-3 a? -90A ° = 335.2 ten 10-3 a? 180A ° plutonium ( BUS 2 a† Ã¢â‚¬â„¢ BUS 3 )Line current between BUS 3 and BUS 1I31 = y31 x ( V3 – V1 ) = -j20 x 8.38 ten 10-3 a? 90.24A ° = 167.6 ten 10-3 a? 0.24A ° plutonium ( BUS 3 a† Ã¢â‚¬â„¢ BUS 1 ) I13 = y13 x ( V1 – V3 ) = -j20 x 8.38 ten 10-3 a? -89.76A ° = 167.6 ten 10-3 a? -179.76A ° plutonium ( BUS 1 a† Ã¢â‚¬â„¢ BUS 3 )Apparent Power FlowApparent flow from BUS I and BUS J can be calculated by electromotive force at the directing coach and line current. [ Sij = Vi * I*ij ]Apparent Power from BUS 1 to BUS 2S12 = V1* I*12 = 1 a? 0.00A ° ten 167.6 ten 10-3 a? 0.24A ° = 167.6 ten 10-3 a? 0.24A ° = 0.1676 + J 7.02 ten 10-4 plutoniumApparent Power from BUS 2 to BUS 1S21=V2* I*21=1a? -0.48A ° x 167.6 ten 10-3a? 180.24A °=167.6 ten 10-3a? 179.76A ° = -0.1676 + j7.02 x 10-4 plutoniumApparent Power from BUS 3 to BUS 2S32 = V3* I*32 = 1 a? 0.48A ° ten 335.2 ten 10-3 a? 0.00A ° = 335.2 ten 10-3 a? 0.48A ° = 0.3352 + J 2.81 ten 10-3 plutoniumApparent Power from BUS 2 to BUS 3S23=V2* I*23=1 a? -0.48A ° x 335.2 ten 10-3 a? 180A °= 335.2 ten 10-3 a? 179.76A ° = -0.3352 + J 2.81 ten 10-3 plutoniumApparent Power from BUS 3 to BUS 1S31 = V3* I*31 = 1a? 0.48A ° ten 167.6 ten 10-3a? -0.24A ° = 167.6 x 10-3 a? 0.24A ° = 0.1676 + J 7.02 ten 10-4 plutoniumApparent Power from BUS 1 to BUS 3S13=V1* I*13=1a? 0.00A ° x 167.6 ten 10-3a? 179.76A °= 167.6 ten 10-3a? 179.76A ° = -0.1676 + J 7.02 ten 10-4 plutoniumComparison with simulation consequencesThe unit of the above computation consequences is pu value, so in order to compare the consequences with simulation consequences pu value of current and power flow demand to be converted to existent values by utilizing the undermentioned equation sing Sbase = 100MVA and Vline_base = 345kV. [ 3 ] Sactual = Sbase A- Spu = 100 MVA A- Spu Iactual = Ibase A- Ipu = A- Ipu = A- Ipu = 167.3479 A A- IpuCalculation Result and Simulation ResultFlow way & A ; ValueCalculation ConsequenceSimulation ConsequenceBUS 1 a† Ã¢â‚¬â„¢ BUS 2|S12| 0.1676 A- 100 = 16.76 MVA 16.67 MVA P12 16.76 MW 16.67 MW Q12 0.0702 Mvar 0.07 Mvar |I12| 0.1676 A- 167.3479 = 28.0475 A 27.89 ABUS 3 a† Ã¢â‚¬â„¢ BUS 2|S32| 0.3352 A- 100 = 33.52 MVA 33.33 MVA P32 33.52 MW 33.33 MW Q32 0.281 Mvar 0.28 Mvar |I32| 0.3352 A- 167.3479 = 56.0950 A 55.78 ABUS 3 a† Ã¢â‚¬â„¢ BUS 1|S31| 0.1676 A- 100 = 16.76 MVA 16.67 MVA P31 16.76 MW 16.67 MW Q31 0.0702 Mvar 0.07 Mvar |I31| 0.1676 A- 167.3479 = 28.0475 A 27.89 ABUS 2 a† Ã¢â‚¬â„¢ BUS 1|S21| 0.1676 A- 100 = 16.76 MVA 16.67 MVA P21 -16.76 MW -16.67 MW Q21 0.0702 Mvar 0.07 Mvar |I21| 0.1676 A- 167.3479 = 28.0475 A 27.89 ABUS 2 a† Ã¢â‚¬â„¢ BUS 3|S23| 0.3352 A- 100 = 33.52 MVA 33.33 MVA P23 -33.52 MW -33.33 MW Q23 0.281 Mvar 0.28 Mvar |I23| 0.3352 A- 167.3479 = 56.0950 A 55.78 ABUS 1 a† Ã¢â‚¬â„¢ BUS 3|S13| 0.1676 A- 100 = 16.76 MVA 16.67 MVA P13 -16.76 MW -16.67 MW Q13 0.0702 Mvar 0.07 Mvar |I13| 0.1676 A- 167.3479 = 28.0475 A 27.89 A It is found that computation consequences of current flow and evident power flows ( i.e. 28.0475 A and 56.0950 A/ 33.52 MVA and 16.76MVA ) are about 0.5 % higher than simulation consequence ( i.e. 27.89 A and 55.78 A / 33.33 MVA and 16.67 MVA ) which can be considered somewhat different. Difference of the electromotive force angle at each coach between computation ( 0.48A ° ) and simulation ( 0.4775A ° ) could be the ground for this minor difference.Question 3Admittance Matrix and Nodal EquationEntree between two coachsy12 = y21 = -j8 plutonium y13 = y31 = -j4 plutonium y14 = y41 = -j2.5 plutonium y23 = y32 = -j4 plutonium y24 = y42 = -j5 plutonium y30 = -j0.8 plutonium ( BUS3-Neutral BUS ) y40 = -j0.8 plutonium ( BUS4-Neutral BUS )Admittance MatrixYbus ( Admittance Matrix ) = Diagonal elements Y ( I, I ) of the entree matrix, called as the self-admittance [ 2 ] [ 4 ] , are the summing up of all entree connected with BUS I. = y12 + y13 + y14 = -j8 -j4 – j2.5 = -j14.5 = y21 + y23 + y24 = -j8 -j4 – j5 = -j17 = y30 + y31 + y32 = -j08 -j4 – j4 = -j8.8 = y40 + y41 + y42 = -j0.8 -j2.5 – j5 = -j8.3 Off diagonal elements Y ( I, J ) of the entree matrix, called as the common entree [ 2 ] [ 4 ] , are negative entree between BUS I and BUS J. = – y12 = – ( -j8 ) = j8 plutonium = – y13 = – ( -j4 ) = j4 plutonium = – y14 = – ( -j2.5 ) = j2.5 plutonium = – y21 = – ( -j8 ) = j8 plutonium = – y23 = – ( -j4 ) = j4 plutonium = – y24 = – ( -j5 ) = j5 plutonium = – y31 = – ( -j4 ) = j4 plutonium = – y32 = – ( -j4 ) = j4 plutonium = – y34 = 0 plutonium = – y41 = – ( -j2.5 ) = j2.5 plutonium = – y42 = – ( -j5 ) = j5 plutonium = – y43 = 0 plutonium Therefore, entree matrix Ybus is as follows ;Ybus = =Power Flow AnalysisPower flow disregarding transmittal line electrical capacityNodal EquationCurrent from the impersonal coach to each coach are given and entree matrix ( Ybus ) is calculated above. Therefore, concluding nodal equation is as follows ; Ibus = Ybus * Vbus a†¡Ã¢â‚¬â„¢ Vbus = Y-1bus * Ibus = Ybus a†¡Ã¢â‚¬â„¢ ==Voltage AnalysisVoltage at each coach can be derived from the equation ( Vbus = Y-1bus * Ibus ) and Matlab was used for calculate matrix division. ( Source codification is attached in Appendix-1 ) Vbus == V12 = 0.0034 + J 0.0031 plutonium V13 = -0.0277 – J 0.0257 plutonium V14 = 0.0336 + J 0.0311 plutonium V21 = -0.0034 – J 0.0031 plutonium V23 = -0.0311 – J 0.0288 plutonium V24 = 0.0302 + J 0.0280 plutonium V31 = 0.0277 + J 0.0257 plutonium V32 = 0.0311 + J 0.0288 plutonium V41 = -0.0336 – J 0.0311 plutonium V42 = -0.0302 – J 0.0280 plutoniumCurrent flow in the systemCurrent flow from BUS I and BUS J can be calculated by utilizing electromotive force difference and interrelated entree of the line between coachs. [ Iij = yij * ( Vi – Vj ) ] The computation consequence from Matlab is as follows ; I12 = 0.0249 – J 0.0269 plutonium I13 = -0.1026 + J 0.1108 plutonium I14 = 0.0777 – J 0.0840 plutonium I21 = -0.0249 + J 0.0269 plutonium I23 = -0.1151 + J 0.1243 plutonium I24 = 0.1399 – J 0.1511 I31 = 0.1026 – J 0.1108 plutonium I32 = 0.1151 – J 0.1243 plutonium I34 = 0 plutonium I41 = -0.0777 + J 0.0840 plutonium I42 = -0.1399 + J 0.1511 plutonium I43 = 0 plutoniumPower flow in the systemApparent flow from BUS I and BUS J can be calculated by electromotive force at the directing coach and line current. [ Sij ( plutonium ) = Vi * I*ij = Pij + jQij ] The computation consequence from Matlab is as follows ; S12 = 0.0311 + J 0.0175 plutonium S13 = -0.1283 – J 0.0723 plutonium S14 = 0.0972 + J 0.0548 plutonium S21 = -0.0311 – J 0.0174 plutonium S23 = -0.1438 – J 0.0803 plutonium S24 = 0.1749 + J 0.0977 plutonium S31 = 0.1283 + J 0.0780 plutonium S32 = 0.1438 + J 0.0875 plutonium S34 = 0 plutonium S41 = -0.0972 – J 0.0496 plutonium S42 = -0.1749 – J 0.0892 plutonium S44 = 0 plutoniumAdmittance Matrix sing transmittal line electrical capacityHarmonizing to the direction of the Question 3, power system theoretical account can be drawn by utilizing Iˆ tantamount circuit of the lines with capacitive shunt entree ( yc ) of 0.1 plutonium at each side as shown below.Admittance MatrixContrary to tantamount theoretical account in Question 3-1, the current flow through the capacitance in the transmittal line needs to be considered to happen the entree matrix. Therefore, sing the capacitances the current equation with Kirchhoff ‘s current jurisprudence at each coach is as follows ; [ 2 ] [ 5 ] Bus 1: I1 = I12 + I13 + I14 + Ic12 + Ic13 + Ic14 I1 = y12 ( V1-V2 ) + y13 ( V1-V3 ) + y14 ( V1-V4 ) + yc12V1 + yc13V1 + yc14V1 Bus 2: I2 = I21 + I23 + I24 + Ic21 + Ic23 + Ic24 I2 = y21 ( V2-V1 ) + y23 ( V2-V3 ) + y24 ( V2-V4 ) + yc21V2 + yc23V2 + yc24V2 Bus 3: I3 = I30 + I31 + I32 + Ic31 + Ic32 I3 = y30V3 + y31 ( V3-V1 ) + y32 ( V3-V2 ) + yc31V3 + yc32V3 Bus 4: I4 = I40 + I41 + I42 + Ic41 + Ic42 I4 = y40V4 + y41 ( V4-V1 ) + y42 ( V4-V2 ) + yc41V4 + yc42V4 Equation above can be rearranged to divide and group single merchandises by electromotive force. Bus 1: I1 = ( y12 + y13 + y14 + yc12 + yc13+ yc14 ) V1 – y12V2 – y13V3 – y14V4 = Y11V1 + Y12V2 + Y13V3 + Y14V4 Bus 2: I2 = ( y21 + y23 + y24 + yc21 + yc23+ yc24 ) V2- y21V1 – y23V3 – y24V4 = Y21V1 + Y22V2 + Y23V3 + Y24V4 Bus 3: I3 = ( y30 + y31 + y32 + yc31+ yc32 ) V3 – y31V1 – y32V2 = Y31V1 + Y32V2 + Y33V3 + Y34V4 Bus 4: I4 = ( y40 + y41 + y42 + yc41+ yc42 ) V4 – y41V1 – y42V2 = Y41V1 + Y42V2 + Y43V3 + Y44V4 Finally, Diagonal elements Y ( I, I ) and off diagonal elements Y ( I, J ) of the entree matrix are calculated as follows ; = y12 + y13 + y14 + yc12 + yc13+ yc14 = -j8 -j4 – j2.5 + j0.1 + j0.1 +0.1j = -j14.2 plutonium = y21 + y23 + y24 + yc21 + yc23+ yc24 = -j8 -j4 – j5 + j0.1 + j0.1 +0.1j = -j16.7 plutonium = y30 + y31 + y32 + yc31+ yc32 = -j08 -j4 – j4 + j0.1 +0.1j = -j8.6 plutonium = y40 + y41 + y42 + yc41+ yc42 = -j0.8 -j2.5 – j5 + j0.1 +0.1j = -j8.1 plutonium = – y12 = – ( -j8 ) = j8 plutonium = – y13 = – ( -j4 ) = j4 plutonium = – y14 = – ( -j2.5 ) = j2.5 plutonium = – y21 = – ( -j8 ) = j8 plutonium = – y23 = – ( -j4 ) = j4 plutonium = – y24 = – ( -j5 ) = j5 plutonium = – y31 = – ( -j4 ) = j4 plutonium = – y32 = – ( -j4 ) = j4 plutonium = – y34 = 0 plutonium = – y41 = – ( -j2.5 ) = j2.5 plutonium = – y42 = – ( -j5 ) = j5 plutonium = – y43 = 0 plutonium Therefore, entree matrix Ybus is as follows ;Ybus = =Annex-1: Matlab beginning codification and Calculation consequences with MatlabMatlab Source Code% define ego entree and common entree by utilizing admittace between % the coachs ( y12=y21=-j8, y13=y31=-j4, y14=y41=-j2.5, y23=y32=-j4, % y24=y42=-j5, y34=0, y43=0, y30=-j0.8, y40=-j0.8 y12=-8i ; y21=-8i ; y13=-4i ; y31=-4i ; y14=-2.5i ; y41=-2.5i ; y23=-4i ; y32=-4i ; y24=-5i ; y42=-5i ; y34=0 ; y43=0 ; y30=-0.8i ; y40=-0.8i ; Y11=-8i-4i-2.5i ; Y12=8i ; Y13=4i ; Y14=2.5i ; Y21=8i ; Y22=-8i-4i-5i ; Y23=4i ; Y24=5i ; Y31=4i ; Y32=4i ; Y33=-0.8i-4i-4i ; Y34=0 ; Y41=2.5i ; Y42=5i ; Y43=0 ; Y44=-5i-2.5i-0.8i ; % Bus 3 and Bus 4 is non connected, so admittance Y34 and Y43 are equal to zero % define the 4Ãâ€"4 entree matrix ( Ybus ) Ybus= [ Y11 Y12 Y13 Y14 ; Y21 Y22 Y23 Y24 ; Y31 Y32 Y33 Y34 ; Y41 Y42 Y43 Y44 ] ; % In order to specify the nodal equation ( I = Ybus*V ) , the given I needs to specify. i1=0 ; i2=0 ; i3=-i ; i4=-0.4808-0.4808i ; Ibus= [ i1 ; i2 ; i3 ; i4 ] ; % Each coach electromotive force can be calculated by utilizing matrix division ( V= YbusI ) Vbus=YbusIbus ; v1=Vbus ( 1,1 ) ; v2=Vbus ( 2,1 ) ; v3=Vbus ( 3,1 ) ; v4=Vbus ( 4,1 ) ; % Calculate electromotive force difference between coachs v12=v1-v2 ; v13=v1-v3 ; v14=v1-v4 ; v21=v2-v1 ; v23=v2-v3 ; v24=v2-v4 ; v31=v3-v1 ; v32=v3-v2 ; v34=v3-v4 ; v41=v4-v1 ; v42=v4-v2 ; v43=v4-v3 ; % current flow between coachs can be calculated by i12 = y12* ( v1-v2 ) i12=y12*v12 ; i13=y13*v13 ; i14=y14*v14 ; i21=y21*v21 ; i23=y23*v23 ; i24=y24*v24 ; i31=y31*v31 ; i32=y32*v32 ; i34=y34*v34 ; i41=y41*v41 ; i42=y42*v42 ; i43=y43*v43 ; % evident power can be calculated by s12 = v1 * conj ( i12 ) s12=v1*conj ( i12 ) ; s13=v1*conj ( i13 ) ; s14=v1*conj ( i14 ) ; s21=v2*conj ( i21 ) ; s23=v2*conj ( i23 ) ; s24=v2*conj ( i24 ) ; s31=v3*conj ( i31 ) ; s32=v3*conj ( i32 ) ; s34=v3*conj ( i34 ) ; s41=v4*conj ( i41 ) ; s42=v4*conj ( i42 ) ; s43=v4*conj ( i43 ) ; % Real power and Reactive power can be derived by following p12=real ( s12 ) ; p13=real ( s13 ) ; p14=real ( s14 ) ; q12=imag ( s12 ) ; q13=imag ( s13 ) ; q14=imag ( s14 ) ; p21=real ( s21 ) ; p23=real ( s23 ) ; p24=real ( s24 ) ; q21=imag ( s21 ) ; q23=imag ( s23 ) ; q24=imag ( s24 ) ; p31=real ( s31 ) ; p32=real ( s32 ) ; p34=real ( s34 ) ; q31=imag ( s31 ) ; q32=real ( s32 ) ; q34=imag ( s34 ) ; p41=real ( s41 ) ; p42=real ( s42 ) ; p43=real ( s43 ) ; q41=imag ( s41 ) ; q42=real ( s42 ) ; q43=imag ( s43 ) ; % terminalMatlab Calculation Results

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Effective Business Planning - Case Study Example The organization has engaged effective organizational strategies by differentiating, developing effective marketing plans and penetrating the market through effective management of both people and resources. Mattel is a global toy manufacturing company that has numerous branches across the world. The company initially started with the goal of becoming a global leader in the toy manufacturing industry and to remain in this position indefinitely. However, the market environment is composed of many unpredictable limiting forces that act as barriers to market entrants and expose the organization to severe business forces that threaten survival in this market (Dressler, 2004). Mattel’s experience environmental threats, competition, ethical challenges and market fluctuations that became big threats to its survival in the market. The ability of the organization to maintain its current position today can be attributed to its ability to overcome its challenges and take advantage of the opportunities in the market while still remaining innovative in a world of changing technology. Mattel was founded back in 1945 when its main product was picture frames on a retail basis. The company later turned to the toy industries after recognizing this as a better market with higher profits and more customers. In 1960, the company became a publicly owned company and its sales remained high making it maintains its position as the world’s largest toy company. The company now has its roots in design, manufacture, and marketing of family products. The company owns more than 8 company brands and has differentiated to over 36 countries and now markets its products to over 150 nations. One of the strategies that Mattel has employed in surviving in the competitive market is the use resource and people management strategies. The company has remained strong in acquiring the right employees and leaders within the organization.

Canterbury Tale (The Wife of Bath) Essay Example | Topics and Well Written Essays - 1000 words

Canterbury Tale (The Wife of Bath) - Essay Example Medieval social standards from which that dark reality consisted were the reason of much injustice, horrible crimes, slavery, massive misery and ugly existence even in the most progressive geographical regions. Among those oppressed part of society were also women who served to men almost as slaves and only sometimes would have been given a possibility to appear equal or even stronger by absorbing money and power. The individual experience of the Chaucer’s tale main heroine and narrator allows to make an attempt to find how virtually and naturally Alison serves as an anchor to the unique woman’s progressive thinking which shows displeasure with the reality of relationship between sexes. Among the main themes of the tale are woman’s dominance and submissive role of the man as well as declaring and stating equality between men and women. Dark Ages are not by accident called so. It was a rough time due to the total and grand chaos on the territory of the modern Europe. Following two great events – rise of the Islam religion and decline of the Western Roman Empire under the barbarian urge Europe suffered a great and total transformation on all the levels. Therefore rational thought and antique traditions of economic and political control remained lost until the early Renaissance which is exactly the times of Chaucer who can be called English version of Boccaccio both of whom are main authors of the main written documents of the early Renaissance . In the tale the author points out that chronologically it takes place in the times of King Arthur therefore it might be somewhere between 5th and 8th centuries while Islam appeared in the 6th. . Under the catast rophic eastern pressure European kingdoms created by such legendary and perhaps even historically mythological and cult icons like Arthur, William the Conqueror or Carl the Great with all their image honored war and battleship as the most sacred, holy and important crafts therefore

Culture conduct in other countries Essay Example | Topics and Well Written Essays - 1750 words

Culture conduct in other countries - Essay Example To run your business successfully in another country it requires a proper understanding of the culture of that country. And to understand the culture of that country, it is required to know and learn the language of that country. Every culture has different parameters and guidelines of thought. And the best way to understand the thought behind these parameters and guidelines is the language (Malt et. al, 1999). Language not only provides knowledge about culture, it also provides knowledge about economic and political situations. Knowledge of other languages has become very essential because now million of people share their ideas, common interests and communicate with each other across the world through internet and going cross border for businesses and study. All these things are possible due to the technological advancements. Here we take the example of America; the trade is growing rapidly here. Some business people are learning Spanish and Portuguese for there businesses. And now adays people are getting knowledge of other languages for economic integrations. Many Canadians have ability to speak English and French. And they have adopted these languages for the improvement of their jobs and businesses. So the knowledge of other languages gives us a unique thought and this thought helps us to make concepts and decisions correctly. Etiquette is a code of behavior or social behavior within the society, social class or group. Rules of etiquette generally based on social interaction within the society. It may be reflection of ethical codes, fashion and status of society, group or class. When someone is interacting with large social group or variety of people which have same interest, so there are some general rules to interact with them and these rules are socially acceptable. Business etiquette is similar to the social etiquette, but they are particularly for coworker’s interaction and vary from business to business (Johnson, 1997). When a businessman

Music concord Essay Example | Topics and Well Written Essays - 500 words

Music concord - Essay Example The people were in an excited mood as the performance of the first song came to an end (Murph n.pag). The conductor stood still holding the baton, as he beckoned the band to start on the next song. â€Å"Autumn† by John Stevens was an upbeat standard of the original tune. A saxophone and piano alternately played the song’s melody like they were two lovers under the moon light. The melody was overwhelming and everybody in the hall seemed to be nodding to the tunes rhythmically. The second part of the concert featured songs written by Christian Gouinguene. The allegro format of the songs made them sound nothing like the original versions. This made the mood of the concert hall even more jubilant because everybody seemed to be enjoying the vibrant sounding new versions of the songs (Murph n.pag). One can actually say the presto, or fast tempo, was just the correct one for young people to enjoy this composer’s songs to the fullest. The rhythm, of the music was continuously getting steadier and faster like a heartbeat of an exhilarated individual, as the songs reached their climax. The dynamics of the song were increasingly getting louder until all instruments reached peak and then rhythmically changed to a moderate level till the series of songs ended. After the intermission, the people were quiet again ready to be taken for another exhilarating journey of tunes and harmonious melodies. â€Å"Naked as a Jaybird† by J.J. Johnson started the session. The inspiring melodies set an amorous mood at the start of the concert session (Murph n.pag). As the passion of the song got more elaborate and heated up, the feeling changed as the lead violinist and other instruments in the ensemble got into the musical accompaniment. However, there was no big change in the melodic feel of the piece and the 1, 2, 3 pattern was noticeable throughout the entire song. After just a short while, one could also hear

Teacher and School Essay Example for Free

Teacher and School Essay Discipline is what enables us to follow through our daily actions and behaviors. We know that if we go anywhere around the world we have to be disciplined. Discipline is the only way to keep us physically as well as mentally fit. The most important discipline of a person is to be honest, ethical and confident in both home and in respective premises. Discipline at school: * We have to come regular in the school. * We must come to school on time. * We should show respect to others and ourselves. * We should follow the rules and regulations of the school and should take responsibilities of our action. * We must not bring anything in school that can be harmful or not allowed. * We must obey our teachers. * We must bring our identity card regularly and must not keep any classwork incomplete. * If we do not understand any lesson we must ask the teachers to help us once again. * We should help others with their own works when asked. * We should keep our school uniform neat and clean. * We must do our homework regularly. * We must arrange the chairs and switch off the fans and lights at the end of the day of school. * In classroom we must listen to what our teachers say and stop them who disturbs in the class. * We also should help the teachers with their task whenever asked. * We must not disturb the teachers or anyone in the class. * In school we must not quarrel or fight about anything in the class or anywhere in school. If anything happens in the class or school even with a small issue, we should discuss it with the teacher. * If by mistake anyone else’s copy or other stuff comes with us and we know that it is others’ copy we must politely return it back. * If we have done any mistake then we should apologize for the mistake to the teacher. Last but not the least, we should always be polite and show dissents .to the elders, youngers and to our classmates. Disciplines at home: Home is the only place where we get to learn about the self-discipline and basic morals. In home we also have some responsibilities to fulfill. Those are: * The first duty which must be maintained at home is to respect our parents and elders. * It is our responsibility to keep our house neat and clean. * We must take care of our grandparents and everyone in our home and serve them to whatever they need. * We should try to do our works by ourselves. * We must maintain peace by cooperating with each other without quarrelling or fighting. * At home we must dust the house gear. * We also should garden the plants and trees regularly in the garden. * We must pick up the unused things and keep them in the proper place. * We should help our mother to do the household impositions. * We must wash our own cloths properly. * We must help the others with their work whenever asked. * We must clean up what we drop after eating. * If we make our room dirty and untidy, it is our concern to keep it clean. * Also we should save water, electricity, gas and other natural reserves as much as we can. To enjoy good health, to bring true happiness to ones family, to bring peace to all, one must first discipline and control ones own mind. If a man can control his mind he can find the way to instruction, and all wisdom and virtue will naturally come to him. We know that in home we represent our school and in school we represent our home. So it is important to be disciplined everywhere. Discipline at school and at home Name: Tasnim Ferdous. Class: ViiRoll no: 24Sec: Blue|.

Learning styles Essay Example for Free

Learning styles Essay Overview 1. What are learning styles? 2. Why learning styles are important? 3. What are the different learning style classifications available? 4. What are the similarities and differences between different learning style classifications? 5. What is/are your learning style/s? 6. What is/are the most appropriate learning method/s for your learning style/s? 1. What are learning styles? ? Learning style is an approach to learning ? It is not how you learn; i. e. not the method of learning ? It is, rather, how you prefer learning; i. e. what are  the broad strategies of learning that you prefer Which of the following two statements illustrates a learning style? I like lectures – this is not a learning style, but a preference for a method I like to gain knowledge by listening to others – this is a learning style; preference for an approach 2. Why learning styles are important? ? Matching learning methods to learning styles ? Developing a learning organisation/network in which students adapt change learn ? Developing individual learning plans ? Self-development for individuals? Assessing suitability for specific training courses ? Training the trainer ? Team building, looking at team strengths weaknesses ? 360 degree appraisal 3. What are the different learning style classifications available? ? There are more than half-a-dozen learning style classifications ? This shows that there is no one-best way to learn ? Rather, based on the individual needs and the personality traits, the approach that one takes to learning differs ? Out of the many learning style classifications, there are two that are commonly used 1. VARK classification 11. Classification based on Kolb’s cycle I. VARK learning styles Visual learner Auditory learner Reading/writing Kinaesthetic learner Action-oriented Thinkers II. Kolb’s learning styles Reflector Theorist Activist Pragmatist 4. What are the similarities and differences between different learning style classifications? ? All classifications aim at a common cause/outcome – so, to this extent, there cannot be major differences ? However, there are differences related to the orientation of learning or the angle through which learning is viewed. VARK – based on the sensory input for learning / how we capture learning Kolb’s – based on the cognition/ how we understand VARK vs Kolb: an approximate comparison Theorists Reflectors Pragmatists Activists 5. What is/are your learning style/s? 1. Go to: http://www. varklearn. com/english/page. asp? p=questionnaire 2. Answer the questionnaire and get a score 3. Interpret the score to find out your dominant learning styles 6. What is/are the most appropriate learning strategies for your learning style/s? 1. Form groups that have similar dominant learning  styles. 2. Individually make a list (in priority order) of your preferred learning methods 3. Compare your list with the others in the group 4. Find out the three most preferred learning methods of the group (in priority order) Summary 1. What are learning styles? Approach to learning 2. Why learning styles are important? To know the best learning method to adopt 3. What are the different learning style classifications available? VARK / Kolb’s 4. What are the similarities and differences between different learning style classifications? VARK – sensory input based; Kolb’s – cognition based 5. What is/are your learning style/s? Usually a combination of learning styles 6. What is/are the most appropriate learning method/s for your learning style/s? Though broadly similar, methods may differ even within the same learning style References †¢ Fleming, N. D. (2001). Teaching and learning styles: VARK strategies. Christchurch , New Zealand : N. D. Fleming. †¢ Kolb, D. (1984). Experiential learning: Experience as the source of learning and development. Englewood Cliffs , NJ : PrenticeHall.

Processes can influence the learning of current content

Processes can influence the learning of current content Students prior experiences, interests, and thought processes can influence the learning of current content area concepts due to their prior experiences, stress, perceptions and attitudes that can interfere with or distort the material that they are trying to learn. However, learning cannot occur without having prior knowledge because this gives a foundation from which to build from. The link between past experiences, student interest, and present learning is that we draw upon previous experiences and memories as we learn. Teachers need to consider the past experiences as well as interests of students in order to make the lessons more appealing, accessible and interesting. The students past experiences can assist with building new knowledge on top of prior knowledge. Students will learn much faster and learn more if they have a foundation to build upon instead of introducing random bits of information. The sensory registers show us that there are two important educational features present. One, we have to pay attention to any of the information that we have before us so that it can be processed, retained and filed away for further use. The second feature is that it takes time to take the information that has been stored away and bring it to the front for use later. (Slavin, 2006) The Principle of Relevance is one that has been studied and debated about for many decades. Deirdre Wilson Dan Sperber are two individuals how are well known in this particular field where the Theory of Relevance is based on two principles, one being the Communicative Principle and the other being the Cognitive Principle of Relevance. Looking at the Principle of Relevance as the theory within education and students it can be seen how students learn, have learned and will learn as well as relate and recall that information in the future as needed. According to Wilson and Sperber, relevance is a potential property not only of utterances and other observable phenomena, but of thoughts, memories and conclusions of inferences. (Wilson Sperber, 2002) So it can be seen that with students, their past experiences, learning and life as well as interests and the ability to relate and store into memory along with recalling the information can determine how they learn all based on what foundati ons were put in place prior. Students interests are just one of the factors that are known to influence learning in content areas. The teacher needs to use a variety of methods or ways to keep the students interest in the lesson; otherwise they will exhibit a lack of attention or possibly disrupt the class for others. If students do not have any interest in learning what is being presented, then they will not achieve the maximum results in learning the content. There are key principles in brain based learning, these are Importance of meaningful learning, knowledge background, levels of processing development of neural connections, relevance, and activating prior knowledge otherwise known as the Schema Theory. (Slavin, 2006) Looking first at the Importance of meaningful learning it is said that it requires active involvement of the learner who has prior experiences and knowledge to bring understanding as new information is incorporated into memory. Slavin states that it is Mental processing of new information that relates to previously learned knowledge. (Slavin, 2006) Looking next at knowledge background it can be said that the more the person knows about a particular topic or lesson, the more they will be able to learn about. It is said that previous or background knowledge is very important in determining the amount the student will learn, they have a better network already in place in their brains in which the information can be processe d and stored. (Slavin, 2006) With levels of processing, or otherwise known as the Levels of Processing Theory which was proposed by Craik and Lockhart in 1972, suggests people subject stimuli to different levels of mental processing and retain only the information that has been subjected to the most thorough processing. (Craik;Lockhart, 1972) Meaning that the more details that people are subjected to, the more mental processing that must be done and the better the chances are that it will be remembered. This is why repetition of material is necessary for learning and for some, is one of the main processes they use to retain material for later use. It is said that learning starts at birth and continues on through life, this happens with the development of neural connections within the brain. Parents are the first teachers with the environment that they create and expose the child to. As the child grows, teachers are then brought in and the environment that is created within the classroom is added to the mix. All of these are factors that are supposed to help students increase their skill levels; this allows the brain to work more efficiently and effectively. With repetition, the process leads to an automatic response in which as tasks are introduced, it starts to take little effort mentally due to the growth of the neural connections which allows the student to recall information easier. (Slavin, 2006) So when looking into the lesson plans, simple repetition allows the brain to recognize and file away the needed information, and makes it easier over time to recall it for use. This is why providing students more opportunities to practice skills that are needed for the future is very important for it allows the student to gain more knowledge as well as more skills which makes the brain work more efficiently. The Schema Theory otherwise known as activating prior knowledge allows us to gain access to information that we have stored away in our long term memory by following set paths that have been created as stepping stones. (Slavin, 2006) This theory states that information is stored in the long term memory in the schemata, which is a network of connectors to facts and concepts, which provides the basic structure for making sense of all the new information. An example is the memory of riding your first two wheeled bicycle, its thought about, the steps that were taken and the steps flow together along the path to the final goal of riding that bicycle with no training wheels as well as no help from anyone. This memory is stored in the long term memory. Consideration of past experiences, learning, and student interests should be an important part of lesson planning for the teacher because learning is a process that occurs over a long period of time, under different circumstances, with different environments and methods of introduction as well as the interaction socially. Students all interpret instructions differently, while some may receive the correct interpretation, there are those that dont quite understand what is meant all the time. This can lead at times to different explanations though they may arrive at the right answer, the path taken is not the one preferred and identified prior. The learning experience needs to be the process in which it draws upon different interests, past experiences and prior knowledge to draw it all in as one agreeable process. By considering all of this, the student opens up to what is being presented more, filing it away in steps to be identified and recalled at a later time as its being repeated t hough possibly with different methods, as it all draws in to the same end result the light bulb at the end of that tunnel turns on when the information is called forward. Craik, F. . Lockhart, R.S., (1972). Levels of Processing: A framework for Memory Research. Journal of Verbal Learning and Verbal Behavior , 11, 671-684. Roshelle, J. (1995). Learning in Interactive Environments: Prior Knowledge and New Experience. Retrieved June 21, 2010, from Public Institutions for Personal Learning: Establishing a Research Agenda: http://www.exploratorium.edu/IFI/resources/museumeducation/priorknowledge.html Siemens, G. (2006, November 12). Connectivism: Learning Theory or Past Time of the Self-Amused. Retrieved June 20, 2010, from http://www.elearnspace.org/Articles/connectivism_self-amused.htm Slavin, R. E. (2006). Educational Psychology: Theory and Practice. Boston: Pearson Education Inc. Wilson, L. (n.d.). Overview of Brain Based Learning . Retrieved June 10, 2010, from http://www.sonoma.edu/users/f/filp/libs_200/brain.pd

Deconstruction and Multiplicity of Self through Modern Technology :: Technological Essays

Deconstruction and Multiplicity of Self through Modern Technology The Internet has allowed a postmodern view of self to dominate and serve as the solution to a dilemma that modernism has perpetuated surrounding self perception. Such a dilemma includes the identity crisis. Having only one self is restricting and can be dangerous, especially if the self is viewed as â€Å"bad† by the individual/self or others. It becomes critical, in the modernist view of self, to like oneself or else one will have to either self-hate or self-destruct. Self destruction would mean to kill off or eliminate the self-defining characteristics that one dislikes. My Mother always told me: â€Å"It’s never to late to be who you really are†. This advice functions to encourage combat against negative self-image that modernism cultivates. For some, this process is like clearing the slate. Starting from scratch will hopefully be refreshing to one’s self-esteem and self-value, but starting over as the â€Å"new you† can be a difficult an d scary adjustment as well. For the same reasons, labels and stereotypes control and shape one’s identity. The postmodern, technological world loosens the powerful grip of modernism’s resulting restrictions on selfhood. Modernism promotes an either-or option for self being one thing or another (and, hopefully, that dichotomy is not the dangerous good-bad ultimatum). On the other hand, postmodernism allows for fluidity and does not condemn or pollute the entire self with one portion of self-identity. Additionally, the worry about a â€Å"new you’s" role in society will never arise as the â€Å"new you† is just â€Å"another you† in a postmodern self concept. No one has one true self nor control over others’ perceptions of one’s selves. Therefore, one must come to terms with the fragmented, multiplicities of their own identity. Their self exists in the here-and-now, and is much less definable in simple categories. While others, then, cannot grasp and categorize your identity, the possibility exists, that neither can the self which is you. This presents a freeing and frustrating capacity for any individual worried about control. The postmodern, technology-age self is not contained. It is a limitless region abounding with environment-sensitive traits. We can imagine such a concept through the unlimited Internet—in the vast expanse called cyberspace. Viewing ourselves through, or actually as composed like, a machine unlocks such infinite possibilities in identity.

We devised apiece of drama with the help of the story that was written :: Drama

We devised apiece of drama with the help of the story that was written with words extractedfrom the poem: Walls. I represented. We devised a piece of drama with the help of the story that was written with words extracted from the poem: Walls. I represented Jerusalem; the holy city of God. I was positioned at the centre in-between the two worshippers to show that Jerusalem is a place of pilgrimage and prayer. In front of me, either side, were the soldiers that guarded Jerusalem and the people within. Behind me (Jerusalem) were the two builders, again either side, building the ‘wall’ around me; which is known as the Wailing Wall or Western Wall. The Western Wall in Jerusalem is the holiest site in Judaism. The wall is all that remains of the Second temple, built by Herod the Great. Jews traditionally visit the site, which is also known as the Wailing Wall, to lament the destruction of the First and Second Temples and to offer prayers. My group showed narrated action where the narrator (enacted by me) spoke directly to the audience to comment on the events happening on stage. I was tall and stood up straight so therefore I had the highest level. In the opening freeze, as shown in the stick diagram, my arms were raised high above and spread outwards to symbolically show that I am a vast piece of land i.e. Jerusalem. Indeed, it is a place for protection, safety and support for the people living here. I had a strong and bold tone of voice and said the narration loudly and clearly. A piece of prop that we had used was a sari that was draped around me to show a sense of divinity and to represent the holy land of God. The worshippers had themselves knelt down to show their devotion and respect as well as their humility (lower level). The proximity between me and the worshippers are really close because they are the inhabitants of the city and are part of the community. The soldiers were upstanding and sturdy as I was (Jerusalem) because the well-being of the people and the city is under their guardianship. The builders of the wall, who were behind me, were miming movements of real builders such as; one hand clenched like a fist, the other ‘holding’ a hammer and building. Since it was a spontaneous improvisation we had only little time to prepare. Using the time we had, I think we had prepared a clear and engaging presentation of the story. The soldiers (Craig and Dior) moved from their designate places to the opposite side (left to right), back and

Matrix Organizational Structure Essays -- Business Management

Organizational structure is the way that an organization arranges people and jobs so that work can be performed and goals can be achieved. Good organizational design helps communications, productivity, and innovation. Many organization structures have been created based on organizational strategy, size, technology, and environment. Robbins and Judge (2011, p. 504) listed three common structures: simple, bureaucracy, and matrix. In this post the author will describe the matrix structure, and discuss its advantages and disadvantages. Matrix structure is first introduced in the aerospace industry in the 1960s and become one of the popular organizational design options in today’s business and industry (Derven & Alexandria, 2010). Burns and Wholey (1993) poinited out that matrix structure were used in advertising agencies, aerospace firms, research and development laboratories, hospitals, government agencies, and universities. Matrix structure is the combination of two or more different structures and take the advantages of the pure functional structure and the product organizational structure (Robbins & Judge, 2011, p. 497). The employees in the matrix may have two bosses: their functional department managers and their product managers. For example, all engineers may be in one engineering department and report to an engineering manager, but these same engineers may be assigned to different projects and report to a project manager while working on that project. In many organizations, a matrix structure is i mplemented to address the requirement to do more with less and become more agile. The matrix structure, which focuses on horizontal as well as vertical management, has become more widespread as a result of globalization and the... ...llustrate his points. References: Burns, L. R., & Wholey, D. R. (1993). Adoption and abandonment of matrix management programs:Effects of organizational characteristics and interorganizational networks. Academy of Management Journal, 36(1), 106-139. Carter, L., Ulrich, D., & Goldsmith, M. (2005). Best practices in leadership development and organization change: how the best companies ensure meaningful change and sustainable leadership. San Francisco, CA: John Wiley and Sons. Derven, M., & Alexandria, T. D. (2010). Manging the matrix in the new normal. T + D. Alexandria, 64(7), 42-49. Robbins, S. P., & Judge, T. A. (2011). Organizational behavior (14 ed.). Upper Saddle River, NJ: Pearson. Sy, T., & Cote, S. (2004). Emotional intelligence: A key ability to succeed in the matrix organization. Journal of Management Development. 23(5). 437-455

What Are the Most Important Themes in King Lear?

â€Å"Different interpretations focus on different themes’, this statement is acceptable in the play King Lear. Edwin Sherin’s production of King Lear primarily explores the theme of Oder and Chaos, as opposed to excerpts by Marilyn Gaull, which focuses on the theme of Love evident in King Lear and an excerpt by Samantha Markham in which focuses on the theme of Insanity. In my opinion theses three themes which are focused on through different interpretations of the play, are the most significant in King Lear In the 1974 Edwin Sherin production of King Lear, we see his directorial decisions on costume choice reflect the nature of the play, as well as the things that have taken place. An example of this is through Edmund’s costume in Act 1 and Act 6, as well as Lear’s costume in both Act 1 and Act 6. Through the first act, Lear’s costume made up of an armoured vest and a big furry robe clearly shows that Lear is the character who is most powerful. In comparison to Lear, Edmund is a character who is lowly ranked in society wears a plain costume. By comparing both character costumes, we as an audience are informed of the order of the kingdom, the social hierarchy in which each character is placed and the divine right of kings. Through Lear’s decision to divide his kingdom amongst his daughters causes an uproar of chaos and mayhem that erupts the kingdom. His decision to give Gonerill and Regan his kingdom, his authority, his power, caused confusion on who the country is meant to obey. As a result of Lear’s judgment, he is betrayed by his daughters and left on his own in the open plains on the outskirts of the kingdom. With Lear gone, his power diminished, Gonerill and Regan took control of the kingdom. This is seen as wrong and unethical, as women are not meant to lead or rule. As a result of their husbands being â€Å"weak†, Gonerill and Regan controlled them and their judgments. Edmund, the illegitimate son of Gloucester, manipulates his way up the hierarchy and slowly take control and gain the power of his father, the sisters, and ultimately Lear’s. The storm scene in Act III shows the order and chaos that has manifested upon England. The order has been disrupted, and as a result, chaos brought its way to England. In the storm scene, Lear is in the rain, barely wearing anything, on the ground, nothing protecting him, and the storm raging on around him. Whilst Lear is suffering in the storm, we see Edmund, Gonerill and Regan tucked safely within the kingdom walls, protected, sheltered. This shows the shift in the order and the Divine Right of Kings. In Act V, we see Edmund dressed leather and armour, this reveals that Edmund has gained power and status through his actions, and Lear dressed in bare, thin, simple, disheveled clothing, which reveals that he has lost his power and authority through his actions. As shown above, through Sherin’s directorial decisions, primarily on the costume decisions, the theme of Order and Chaos was depicted and the implication and the power shift in the play. Marilyn Gaull states that â€Å"King Lear is set in an intellectual climate in which the play was conceived, where one finds a conflict on the thematic level between two kinds of love: divine love, expressed in an ordered cosmic, social, and spiritual hierarchy, and erotic love, a kind of subterranean energy which is the source of chaos, disorder, and destruction. Specifically, when King Lear assumed he could divest himself of responsibility, retiring as any lesser mortal to the obscurity of an â€Å"unburdened† old age, he committed an offense against universal order and thereby denied divine love â€Å". Through this excerpt, the theme of Love is clearly shown in her interpretation of King Lear. King Lear is a play focused on two families, the main plot and the subplot, Lear’s family, of him and his three daughters and Gloucester’s family, of him and his two sons. Both Lear and Gloucester expects love and respect from their children, and they should get it as they are the parent, it is ethically right. Where in the play, Gonerill and Regan in Act I Scene 1, falsely declare their love for Lear, when he demanded his daughters to tell him how much they love him, Cordelia said aside, â€Å"Then poor Cordelia! And yet not so, since I am sure my love’s more ponderous than my tongue. â€Å", where she states that her love, is stronger than words. With the beginning of the play, it is shown that Cordelia expresses divine love towards Lear, whilst Gonerill and Regan expresses erotic love. This is shown more in depth as the play goes on. Because Lear was unable to see wh ose love was more truthful, he chose to ignore the daughter he loves most and banish her. Due to his judegments, he was able to learn from his experiences, and was then able to recognise Cordelia’s love for him. Through Marilyn Gaull’s interpretation of the theme Love in King Lear, we are able to see the important and effect love has on people, primarily families and their judgements. â€Å"The opening scene of King Lear is a fascinating exploration of flattery, self-love and the relationship between father and daughters. It seems absurd that a king would divide his kingdom according to professions of love, but it is worth considering that a long reigning king is accustomed to exercising irresponsible power. , stated by Samantha Markham, an excerpt in an interpretation focusing on the theme of Insanity in King Lear. This theme I believe is the most important theme of King Lear, as it revolves around a central place in the play. Lear’s decision to divide his kingdom up in the beginning of the play, gives evidence of senility. Both his daughters, Gonerill and Regan discussed his rash behavior in Act I Sc. 1 â€Å"The best and soundest of his time hath been but rash† Gonerill, states that because of his old age, he is becoming more senile and rasher in his decisions. Throughout the play, the Fool offers Lear insights through complete babble. The audience was able to see an ironic humouress scene, where they see, Lear as someone who was strong and defiant lose his sanity and Edgar who’s lost and confused, pretend that he’s insane. Through this scene, the audience can see the contrast in madness between Lear’s real madness and Edgar’s feigned madness. Through many of Lear’s dialogue, the audience can already see that he is on the edge of sanity. â€Å"We are not ourselves when nature, being oppressed, commands the mind to suffer with the body† Lear, states that it is because nature that he is losing his mind, that his mind his suffering because of it. As shown above, Marilyn Gaull’s interpretation of King Lear, based on the theme Insanity, reveals that she it is because he has had the power for too long, he abuses it by recklessly dividing his kingdom, believing that he is mad.

Arab Spring

In order to eliminate the autocratic regimes that were in control of their nations ‘destinies, many countries In the Middle East engaged In a revolution for freedom. Beginning In Tunisia, protesters In other countries of the Middle East gathered in a popular movement, known as the Arab Spring. Although the purpose of the Arab Spring movement to obtain freedom can be considered successful, the political situation in the countries associated with this type of movement Isn't the best. As mentioned In the article, a leader of oppositionIn Tunnels was assassinated recently, on top of the several killings that previously took place in the country. Another nation, Libya, is facing similar problems it did with the old regime. Even though Shady is no longer the ruler, the country is still experiencing political instabilities due mainly to the lack of dialogue. As mentioned in the article, the Middle East still get a poor number of translated books per year, proving Its non-lintiest In t eaching the populace various topics to favor debates. Like several countries In the Middle East, Israel shows a strong consideration for public opinion. In fact, the country's values for people ‘rights originated from the Talmud, which supports the learning of history; philosophy and other great topics that would enable people to better understand today's society. Perhaps by applying great principles from the Quern, without any distortion of its content, Arab-Spring affiliated countries may possibly learn the vitality of having freedom of speech. Salary to Jews, these Muslims may also refer to Abraham's

Jose’s Authentic Mexican Restaurant

As you requested, this report provides an analysis of the problems within Jose’s Authentic Mexican Restaurant along with recommendations on what can be done to resolve these problems.Jose’s Authentic Mexican RestaurantJose’s is a traditional Mexican style restaurant located on the edge of a large metropolitan area in New England. The restaurant is decorated with Mexican culture from adobe walls and Spanish-Mexican furniture to mariachi background music. Customers enter through a small vestibule that opens into the dining area, which can create chaos on Friday and Saturday nights when waits are as long as 45 minutes. On top of the wait, the cook is receiving lower quality food than previously causing 12 minute prep time for meals to become 20 minutes or more.AnalysisThere is beginning to be a change within the restaurant that is affecting customer reviews. Customers would like to be seated promptly, served in a reasonable amount of time, and an improved dining exp erience for the cost. On the weekends customers may have to wait for up to 45 minutes without having a waiting room to sit in. A comfortable and relaxing waiting room may help customers feel more invited to the restaurant and enjoy their wait. Customers not being served in a reasonable amount of time can be very frustrating. After sitting longer than expected the customers may not be as hungry anymore or may be tired of waiting for an extended period of time. Also, the issue with being served in a reasonable amount of time and believing that the dining experience was not worth the cost may result from the same issue of the quality of food being delivered.RecommendationsThere are multiple alternatives to the issues that Jose’s Authentic Mexican Restaurant is currently experiencing. Expanding, creating carry-out, and increasing food quality are all alternatives to fix issues within the restaurant. The most important is food quality. Food quality will enhance the time to be serv ed and the experience for the cost. Finding another food source will make an instant and dramatic change to how the customers feel and how the employees are tipped. Overall business will increase and the other issues can be corrected as the future arrives.

Amy Tan Fish Cheeks Essay

Amy Tan and Maya Angelou come from extremely different cultures, and trying to feel accepted in American Culture. Both authors discuss a feeling of being an outcast and how their cultural differences set them apart. However, Amy Tan effectively uses narration and description to depict her sense of isolation from the dominant American culture. Angelou’s story is set in the South during the 1930’s when racism was prominent in society and an acceptable practice. Angelou’s writing mostly describes the reaction of the audience as they listen to the boxing match. She does not describe in detail on how this fight affects her or what it means to those around her. Her writing gives the reader a sense of excitement and nervousness, but it does not depict her sense of isolation from the dominant culture. Tan’s story takes place in California during the 1960’s. She feels embarrassed about her Chinese culture when she is faced with having a boy she likes and his family over for Christmas dinner. Tan describes in vivid detail her differences and embarrassment that she feels about being different from the Anglo culture. Tan more effectively describes her own isolation from social norms than Angelou. She describes her feeling and reactions to everything leading up to, during and after the Christmas dinner. Tan’s descriptive detail of her feelings throughout the evening effectively portrays her feelings of isolation and being different from the dominant American culture. The reader feels her humiliation and despair. This is evident when she describes the foods she loves in disgust and how she worries about her family’s manners at the dinner table. Angelou describes the emotions of the people around her and does not focus on her own feelings. Her focus is on the crowd’s emotions during the fight and their celebration following the win. The reader does not feel the same sense of isolation that Tan portrays. Angelo’s story describes the thoughts and feelings of her community during a boxing match. However, she does not focus on her own sense of isolation from the dominant American culture. Tan’s story describes her embarrassment and  fear of humiliation because she is different from her peer. She desperately wants to fit into the dominant American culture and is embarrassed by everything her culture and family represents during the Christmas

Business Outsourcing Functions Management †Myassignmemthelp.Com

Discuss About The Business Outsourcing Functions Management? Outsourcing is the process in which a company came into contract with another third party company to perform their function that can be done in the company itself. Most of the companies are using this process so that they can make their focus on other core activities of the company that needs more attention (Arias-Aranda, Bustinza and Barrales-Molina, 2011). Outsourcing results in contract between the two companies. The one company pays the other company to perform one of their functions. The process of outsourcing can only be successful if both the companies and the parties get ready to have mutual consent. There are many processes that can be outsourced which are not so important to be conducted in-house. Thus outsourcing those functions helps the company to invest their time and money solely on the activities that provides them large profit. The major objective of this project is to analyse the advantages and disadvantages of business outsourcing functions. This is because outsourcing not only provides benefits but can also be harmful for the companies. Understanding the basic advantages and disadvantages from outsourcing helps the company to take better decisions. This study focuses on analysing the factors that support outsource and factors that are negative for outsourcing. This study helps in understanding the basic concept of outsourcing and the reasons behind the same. This study can also provide the information about the factors that causes the organization to outsource some of their functions along with its advantages and disadvantages. The scope of the project is that the study can be used by the companies to make their outsourcing decisions by reducing its harmful effects an also allow the readers to analyse the disadvantages before outsourcing. Outsourcing has become the major trends in the companies these days. This is the technique that helps the companies to transfer one of their functions to another company. This has helped in generating job opportunities or the people at large scale. Human resource is the major function that has been outsourced in most of the companies these days. This is because it is not the core activity of the organization (Lee and Choi, 2011). There are other functions that can be outsourced such as accounting functions, customer support functions; marketing functions etc. It is required by the company to ensure that the company they are choosing for outsourcing their function should be reliable. The company should contact the prior clients of that outsource company to take the reviews. Making the legal contract is another important requirement in order to have legal relationship with the outsourced firm. This is because legal interaction between the companies binds both the companies with some ob ligations that cannot be breached by them and no company can exploit each other. A company should contact all the companies that outsource the area that the company is looking for. This is to identify the availability of the companies. This information helps the company to bargain with the outsourcing firms. Investigation should be conducted for the outsourcing company so that any flaws of the company can be identified. The contracts should be made with all the clauses that are required (Gewald and Dibbern,   2009). Outsourcing is the tool that is not only about legal contract between the companies, but it also involves trust and information sharing among the companies who came into contract. This relationship can be beneficial for the both the organizations. Some of the advantages of outsourcing the business functions are: (Appendix 1) Reduction of cost: If any company outsource any of the function, they get specialists to work from them. Keeping those specialists becomes costly for them in their own companies because they may not be required every time. Hiring them can be expensive for the firm. Outsourcing firms can be used for the purposes as and when required. This reduces the operating cost of the company (Lin, Pervan and McDermid,   2007). The outsourcing firms are comparatively cheaper as well. The reason behind the low cost of outsourcing organizations is economies of scale. As the outsourcing firm conducts the single operation at high scale thus per unit cost of operations becomes low. Concentration on core activities: every organization has some core activities that directly provide them profit. Outsourcing allows the organization to concentrate on those core activities.   The organizations outsource some of the support activities to the specialist third party organizations and provide their full concentration on the major activities and functions. This helped them to improve their core activities so that they can earn more revenue (Kremic, Icmeli Tukel and Rom, 2006). The companies have to divide their time and money to all the activities of the company. If one or more activities can be outsourced than the main activities or functions of the company can be prioritize.    Increased flexibility: Removal of the support activity departments from the company results in conversion of fixed cost into variable cost. Flexibility can be increased in the organization such that the services from the outsourcing organization can be availed according to the demand. It is easier to close down the contract then to close down the whole department from the company. It also helps in cist saving because it is not necessary that all the services or the functions of the company are active whole year (Belcourt, 2006). Suppose if the company needs a legal advice from the advisor than it is not necessary for the fir to hire a legal advisor in the company but can contact the legal counsellor at the time of requirement. This saves the money of the company as it needs not to give salary to the legal advisor the whole year. Quality service:   As discussed that the outsource firm are specialists in their functions. Thus, outsourcing one of the functions to the third party firm provides quality services to the companies. On the other hand, if the company conduct that operation in their own firm then it requires them to have knowledge about that function along with the person or the employees to handle such functions. It may be possible that they fails to hire such efficient human resource and the function get affected. Outsourcing not only provides benefits to the companies but some of the harmful effects are also faced by the companies because of outsourcing. This is because the whole function is being handover to the different company and it is very important to identify the There are many disadvantages of outsourcing the functions as well. Some of them are discussed below: Loss of jobs: As the company outsource one of its functions that mean the people or the employees who were earlier working on that function has to leave their jobs. This results in bad image of the company as the employees cannot trust the company for job security (Harland, Knight, Lamming and Walker,   2005). This also leads to bad publicity of the company and can increase the employee turnover as the employee cannot fell safe at the company. Quality issues: As far as the company’s internal functions are considered, it has been analysed that these functions can be evaluated and monitored by the company’s management time to time. But, these functions if outsourced from another company then the company does not have the access to monitor the same frequently. Thus, the contract of outsourcing should be made with the policies that allow the company to monitor the working of the third party timely. Customer resistance: it is very difficult to rely on third party for some kind of work such as customer support. Most of the companies outsource their customer support function to third party (Harland, Knight, Lamming and Walker,   2005). This may lead to issues such as the executive does not understand the foreign access or the language. Customers may resist dealing with the third party and needs specialists to resolve the issue. Loss security: It is the major risk that the company faces in order to outsource the function. This is because outsourcing also requires the company to share some of their private information to the third party company. Sharing of information is a biggest threat to the loss of security. It is required by the company to have legal contract with the security clauses that the company can take any legal action if the third company practice any of the unethical and illegal action by leaking the private information or sharing it to any other competitors. Ethical concerns: it is required by the company to have ethical relationship with the third party company. Even the third party company also has to maintain such ethical relationship with the company. This can be a major risk when a company comes in contract with the outsource firm.      Difficult to reverse: If a function of the company is outsourced, it becomes very difficult for the company to establish it back in-house in the company. This is because breaching or breaking the contract from the outsourcing firm requires cost and implementing the process again in the organization also requires large amount of cost (Mani, Barua and Whinston, 2010). Reversing the outsourced process requires the company to invest a lot in hiring, establishing system, training etc. as all the systems and the functions in the organizations are inked with each other thus implementing a new function back to the company results in disturbance to all the other function as well. Outsourcing affects the company in both the positive as well as negative way. It is very difficult to deal with such situations. The companies have to take many initiatives to have secure outsourcing because the thus party that is selected outsource the function can misuse the information provides to them in order to make the function effective and efficient. Outsourcing at the one hand helps the company to reduce its cost on the other hand raise many risks of security. Any information if released or leaked by the third party may results in great harm to the company. Thus making the legal contract is a very important part of this process. It has been concluded from the above discussion that outsourcing is the process used by the company in order to save the cost of extra activities that can be outsourced frim another company which is specialised in the same area. This helps the company to reduce its cost and get efficient work from the specialised people. It also helps the company to have flexibility of using the services. The company can use the service at the time of requirement and pay according to that. there are some other disadvantages of outsourcing functions of business such as focus on the core and major functions of the company, reduction in the overall cost, saving time and energy, etc. along with all these advantages, the company which outsources their functions also have to deal with some of the disadvantages and risks. The major risk is security. This is because the company has to share their internal information with third party thus trust is the major element of outsourcing relationship. Some of the ot her disadvantages that the company faces are ethical issues, legal breaching of the contract, inefficient working of the third party, leak of information, loss of trust by the employees, lack of monitoring etc. Arias-Aranda, D., Bustinza, O.F. and Barrales-Molina, V., 2011. Operations flexibility and outsourcing benefits: an empirical study in service firms.  The Service Industries Journal,  31(11), pp.1849-1870. Lee, J.N. and Choi, B., 2011. Effects of initial and ongoing trust in IT outsourcing: A bilateral perspective.  Information & Management,  48(2), pp.96-105. Gewald, H. and Dibbern, J., 2009. Risks and benefits of business process outsourcing: A study of transaction services in the German banking industry.  Information & Management,  46(4), pp.249-257. Lin, C., Pervan, G. and McDermid, D., 2007. Issues and recommendations in evaluating and managing the benefits of public sector IS/IT outsourcing.  Information Technology & People,  20(2), pp.161-183. Kremic, T., Icmeli Tukel, O. and Rom, W.O., 2006. Outsourcing decision support: a survey of benefits, risks, and decision factors.  Supply Chain Management: an international journal,  11(6), pp.467-482. Belcourt, M., 2006. Outsourcing—The benefits and the risks.  Human resource management review,  16(2), pp.269-279. Harland, C., Knight, L., Lamming, R. and Walker, H., 2005. Outsourcing: assessing the risks and benefits for organisations, sectors and nations.  International Journal of Operations & Production Management,  25(9), pp.831-850. Mani, D., Barua, A. and Whinston, A., 2010. An empirical analysis of the impact of information capabilities design on business process outsourcing performance.  Mis Quarterly, pp.39-62.